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Abstract
Much of the foreign language learning experience appears to involve the imagination: imagining other ways of life, other ways of viewing the world and talking about it, imagining unfamiliar places, meeting new people there and making new friends. However, as teachers and researchers, we know very little about how learners employ their imaginations to do any of these things nor do we know how to best utilize learners’ imaginations to facilitate their language learning. In this special issue of Studies in Second Language Learning and Teaching, we hope to highlight the growing scholarly interest in the role of imagination in foreign language learning and bring together diverse strands of research with a view to stimulating a future research agenda. Our own experiences as researchers and teachers have convinced us of the power of imagination in learning processes and it is our hope that this collection of papers will offer a forum for the sharing of ideas and promoting interest in what we believe to be a central aspect of the language learning experience.
References
Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Mahwah, NJ: Lawrence Erlbaum.
Dörnyei, Z. (2009). The psychology of second language acquisition. Oxford: Oxford University Press.
Norton, B. (2001). Non-participation, imagined communities, and the language classroom. In M. Breen (Ed.), Learner contributions to language learning: New directions in research (pp. 156- 171). Harlow: Pearson Education.
Norton, B., & Kamal, F. (2003). The imagined communities of English language learners in a Pakistani school. Journal of Language, Identity & Education, 2(4), 301-317. doi:10.1207/S15327701JLIE0204_5
Pavlenko, A., & Norton, B. (2007). Imagined communities, identity, and English language learning. In J. Cummins & C. Davison (Eds.), International handbook of English (pp. 669-680). New York: Springer.
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